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Cognitive empathy and the transition to independent graduate study in mathematics.

Duffin, J. and Simpson, A. (2005) 'Cognitive empathy and the transition to independent graduate study in mathematics.', Educational studies in mathematics., 58 (1). pp. 121-135.


Thirteen PhD students took part in interviews focussed on the nature of their own learning of mathematics. In analysing these interviews an unexpected category emerged concerning the students' awareness of others as having particular types of learning goal. In this paper we explore the three levels which we discerned within this category and link them to the notion of cognitive empathy. We suggest that differences in one's own cognitive style are linked to differences in the ability to empathise with those whoo have alternative learning goals. We also consider how these two features - cognitive style and cognitive empathy - may cme to be linked.

Item Type:Article
Additional Information:
Keywords:Cognitive styles, Empathy, Graduate study, Mathematics education.
Full text:Full text not available from this repository.
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Date accepted:No date available
Date deposited:No date available
Date of first online publication:January 2005
Date first made open access:No date available

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